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Fall '13-142 (Exam 2) > Guest Speaker Clarissa Tuttle > Flashcards

Guest Speaker Clarissa Tuttle Flashcards

1
Q

What are two ways to identify ASD risk factors and warning signs?

A
  • Developmental surveillance

- Case Finding

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2
Q

What is Developmental Surveillance?

A
  • Collecting information
  • Parent and professional observations
  • Tracking developmental progress compared to peers
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3
Q

What are three key aspects of Case Finding?

A
  • Looking
  • Listening
  • Questioning
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4
Q

What are you looking for?

A

risk factors and warning signs of atypical developmen

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5
Q

What are you listening for?

A

parental concerns about atypical development.

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6
Q

Who are you questioning?

A

caregivers about the child’s development

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7
Q

What are the red flag indicators?

A
  • No big smiles or other joyful expressions by 6 months.b
  • No back-and-forth sharing of sounds, smiles, or facial expressions by 9 months.b
  • No babbling by 12 months of age
  • No back and forth gestures (e.g. pointing, showing, reaching or waving by 12 months)a
  • No words by 16 months
  • No two-word meaningful phrases by 24 months
  • ANY loss of speech, babbling or social skills at ANY age
  • Failure to attend to human voice by 24 months.
  • Failure to look at face and eyes of others by 24 months.
  • Failure to orient to name by 24 months.
  • Failure to demonstrate interest in other children by 24 months.
  • Failure to imitate by 24 months.
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8
Q

What is the purpose of a screening?

A

to help determine the need for additional diagnostic assessments

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9
Q

What are three components to screening?

A
  • Behavioral checklists
  • Observations
  • Interviews
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10
Q

What makes up the medical testing?

A
  • Lead screening

- Audiological evaluation

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11
Q

What is used for the Behavioral Screening of Infants and Preschoolers?

A
  • Checklist for Autism in Toddlers (CHAT)
  • Modified Checklist for Autism in Toddlers (M-CHAT)
  • Social Communication Questionnaire
  • Pervasive Developmental Disorder Screening Test
  • Autism Spectrum Screening Questionnaire
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12
Q

What are the elements of education evaluation?

A
  • Health and Developmental
  • Qualitative Assessment Data
  • Quantitative Assessment Data
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13
Q

What do you look at within the developmental and health history?

A
  • Prenatal and perinatal risk factors
  • Postnatal risk factors
  • Developmental milestones
  • Language? Social? Regression?
  • Medical History
  • Diagnostic History
  • Family History
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14
Q

Within the Multi-Disciplinary ASD Assessment, who is included in the qualitative and quantitative assessments?

A
  • Psychologist
  • SLP
  • Teacher(s)
  • Nurse
  • Physician
  • Others: OT, APE &/or PT
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15
Q

What does the psychologist look at?

A

Cognitive, Adaptive (daily living) & Problem Behaviors, Social-Emotional/Play & ASD-Specific Measures

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16
Q

What does the SLP look at?

A

Speech, Oral Motor, Language, Social-Pragmatics & Play

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17
Q

What does the teacher look at?

A

Academic Skills & School Functioning

18
Q

What does the nurse look at?

A

Vision, Hearing and H&D Screening

19
Q

What does the physician look at?

A

Neurologist, Lead Screening & Lab Tests

20
Q

What does the OT look at?

A

Fine & Visual Motor and/or Sensory Processing?

21
Q

What does the APE &/or PT look at?

A

Gross motor

22
Q

What does the qualitative assessment data include?

A
  • Non-Standardized Observations
  • Non-Standardized Interviews: Interviews with parent, teacher, student, etc.
  • Non-Standardized Checklists: Checklists for DSM-5, Social Skills, Ed Code, etc
23
Q

What are the two types of Non-Standardized observations?

A
  • Structured: School (class, workshop, circle time), therapy, or any structured environment
  • Unstructured: Recess, free-play, in the home
24
Q

What makes up the quantitative assessment data?

A
  • Indirect ASD interview/Rating Scale Measures

- Direct ASD observational measures

25
Q

What are some Indirect ASD interview/Rating Scale Measures tests?

A
  • Gilliam Autism Rating Scale-2 (GARS2)
  • Autism Behavior Checklist (ABC)
  • Asperger Syndrome Diagnostic Scale (ASDS)
  • Autism Diagnostic Interview-Revised (ADI-R)
26
Q

What are two Direct ASD observational measures tests?

A
  • Childhood Autism Rating Scales, 2 (CARS 2)

- Autism Diagnostic Observation Schedule-2 (ADOS2)

27
Q

What is the ASD eligibility determination?

A
  • Inability to use verbal and/or nonverbal language for appropriate communication
  • A history of extreme withdrawal or relating to people inappropriately and continued impairment in social interaction from infancy through early childhood
  • An obsession to maintain sameness
  • Extreme preoccupation with objects or inappropriate use of objects or both.
  • Extreme resistance to controls
  • Peculiar motoric mannerisms and motility patterns (repetitive or stereotyped)
  • Self-stimulating, ritualistic behavior
28
Q

Under the ASD eligibility determination criteria, what does the Inability to use verbal and/or nonverbal language for appropriate communication consist of?

A
  • Leads adult by hand to desired object rather than ask for it
  • Randomly produces vocalizations, jargon, non-sequiturs, etc.
  • Does not initiate communication spontaneously
  • Echolalia (either immediate or delayed mimicking of previously heard phrases, such as from videos,
  • TV shows, commercials)
  • Communicates affirmation (yes) by literal repetition of question
  • Pronoun reversals or other odd (for age) mistakes
  • Utterances seem inappropriate to the situation
  • Does not ask questions and/or has difficulty answering “wh” questions
  • Odd rhythm or timing (e.g., chunks words together or pauses at inappropriate times)
  • Odd inflection or modulation (e.g., sing-song, flat, loud, etc.)
29
Q

Under the ASD eligibility determination criteria, what does a history of extreme withdrawal or relating to people inappropriately and continued impairment in social interaction from infancy through early childhood include?

A
  • Does not play with other children
  • Does not participate in give/take interactions
  • Flat facial affect
  • Primarily self-directed (does things on own terms/interests not at other’s request)
  • Lacks personal boundaries
  • No, limited, fleeting or odd eye contact
  • Appears to be deaf or in own world
  • Misreads social situations or does not understand social rules
  • Physically turns away from others when approached or may say, “Go away.”
30
Q

Under the ASD eligibility determination criteria, what does an obsession to maintain sameness
mean?

A
  • Inflexible or rigid behaviors
  • Everything must be “just so“
  • Shows serious distress with changes, such as changes in environment, in routines, in location of self in familiar activities, in placement of familiar objects, in food, clothing, etc.
  • Difficulties with transitions from one activity to the next
  • Must control activities and/or interactions.
  • Demands same rituals/routines (e.g. same book every night)
  • Eats only limited variety of foods
31
Q

Under the ASD eligibility determination criteria, what does an Extreme preoccupation with objects or inappropriate use of objects or both mean?

A
  • Lines up objects, stacks items or puts into unusual patterns
  • Spins repetitively objects (or parts of objects)
  • Excessive focus on tiny details or movements of objects
  • Plays with only one kind of toy/theme (may be an odd interest or focus in mechanical objects like fans, etc.)
  • Takes everything apart or opens and closes everything
  • Hordes (often unusual) objects
  • Excessive unusual fears or no fear for legitimate dangers
  • Over-attachment to certain objects
32
Q

Under the ASD eligibility determination criteria, what are the Extreme resistance to controls
consist of?

A
  • Frequently refuses to respond, move, or participate when asked (usually tied to interruption of preferred activity or ritual, not mere opposition)
  • Tantrums or cries and cannot be comforted or dissuaded
  • Excessive need to control environment, interaction or activity
  • Self-directed, in own world
33
Q

Under the ASD eligibility determination criteria, Peculiar motoric mannerisms and motility patterns (repetitive or stereotyped) consist of?

A
  • Flaps arms and/or hands
  • Gazes at lights or flicks fingers at light sources
  • Walks or runs on tiptoe
  • Runs hand along peripheries
  • Smells or tastes everything
  • Odd finger, hand or body postures or tensing
  • Unusual sensory seeking or avoiding behaviors
34
Q

Under the ASD eligibility determination criteria, Self-stimulating, ritualistic behavior consist of?

A
  • Rocks or spins self or objects
  • Bangs head or objects or bites or hits self
  • Goes through specific patterns over and over
  • Asks same questions repeatedly
  • Perseverates on certain topics
  • Unusual sensory seeking (or avoiding) behaviors
35
Q

When determining the educational needs and appropriate placement & services, what is Consider Continuum of Least Restrictive Environment (LRE) Options for students?

A
  • General Education (GE)?
  • GE with DIS and/or other supplementary aides or support?
  • Separate Classroom, School or Setting?
36
Q

What are the positive behavioral supports?

A

Tier 1 – School wide system that fosters prosocial behavior in all students across environments

Tier 2 – Carefully developed environmental structures that support and promote desirable behavior in small groups

Tier 3 – Individualized/intensive supports to minimize problem behavior/excesses and teach/reinforce desired behavior

37
Q

What are the positive behavioral supports for Tier 3?

A
  • Individualized methods, techniques, and designed to promote pro-social behavior in a student with ASD.
  • Typically, Tier 3 PBS is result of a functional behavioral assessment conducted by school psychologist or behavior specialist.
  • Should address specific problem behaviors and promote positive functional outcomes
  • Common Deficits:
38
Q

What are the common deficits of individuals with ASD?

A
  • Theory of Mind
  • Executive Functions
  • Sensory Processing
39
Q

Regarding the positive behavioral supports for Tier 3 what should we know and plan for predictors of behavior?

A

Visual schedules

Breaks

Priming/warnings

Social Stories – Carol Gray

40
Q

TIER 3: How can you reinforce appropriate behavior?

A
  • Token boards (work/reward system),
  • Social (praise, high-5’s, etc)
  • Tangible (stickers, stamps, etc.)
41
Q

TIER 3: What are Instructions critical to improve?

A

Self-management,

Social-emotional learning,

Social communication,

Academic performance.

42
Q

T/F: Team collaboration is critical to ensure students behavioral development and success

A

True

Fall '13-142 (Exam 2) (4 decks)

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